•From the age of two, he spent ten years in a progressive Deweyiteschool in Philadelphia, where there was a congenial emphasis onindividual creativity.

•He attended the University of Pennsylvania where he metZellig Harris

•1949: He graduated with a BA. His thesis was about Modern Hebrew. Heentered graduate school.

•1951: He became one of the Society of Fellows at Harvard, from wherehe moved to the Massachusetts Institute ofTechnology (MIT) in 1955.

•He has been repeatedly jailed for political activism. (Smith, 2004).

•He has been influenced by

a large variety of thinkers, philosophers,politicians and linguists.

•Many compare him to Bertrand Russel.

Chomsky: …. TheRevolution

•Chomsky made a resurrection to innateness.

•He has returned the mind to its position of preeminence in thestudy ofhumankind.

•The idea that a substantial partof our knowledge is geneticallydetermined came forward.

•‘‘He hasshown that there is really only one human language: that theimmense complexity of the innumerable languages we hear around usmust be variations on a single theme.He has revolutionized linguistics,and in so doing has set a cat among the philosophical pigeons.” (Smith,2004: 16).

•Since 1957, syntax and cognition have become the pace-maker intheoretical linguistics rather than phonology.

Background

•Before

the

1960s,

the

structuralist

Model

was

very

dominant

as

we

have

seen

with

the

previous

presentations.

It

was

simply

descriptive

of

the

different

levels

of

production,

namely:

phonology,

morphology,

syntax

and

semantics.

•It

did

not

provide

any

model

or

frame

work

for

understanding

how

the

actual

learning

takes

place.

•In

the

late

1950s,

Skinner

constructed

his

cognitive

learning

model:

behaviorism

which

correlates

with

the

notion.

Stimulus → response→ reinforcement

and habitformation

•According

to

Skinner,

children

learn

the

language

by

imitating

and

repeating

and

the

mind

is

a

blank

slate

at

birth.

Chomsky’s Critique to Skinner’s Model

1. Poverty of the Stimulus:

Although

children

hear

only

a

finite

number

of

sentences,

they

are

able

to

produce

an

infinite

number

of

possible

sentences

with

no

previous

formal

training

or

correction.

Chomsky’s Critique to Skinner’s Model

2.Constraints and principles cannot be learnt:

•Children

learn

their

first

or

second

language

at

an

early

age.

•

They

learn,

for

example,

single

word

formation

at

the

age

one,

and

learn

the

basic

grammar

around

age

six.

•At

this

age,

no

one

has

the

cognitive

ability

to

understand

the

principles

of

grammar

as

a

system,

but

because

some

innate

capacity,

is

still

capable

of

using

it.

•Put

it

differently,

children

do

not

know

anything

about

grammar

or

syntax

but

still

they

can

produce

grammatical

sentences

in

most

of

the

time.

Chomsky’s Critique to Skinner’s Model

3. Patterns of development are universal.

•When

children

develop

their

language,

they

learn

the

various

aspects

of

language

in

a

very

similar

order.

•If

children

only

learned

what

they

are

taught,

the

order

of

what

they

learned

would

vary

in

different

environments.

e.g.: Brown Model 1973:

Language Acquisition Device

•L.A.D

is

a

function

of

the

brain

that

is

specifically

for

learning

language.

It

is

an

innate

biological

function

of

human

beings

just

like

learning

to

walk.

•L.A.D plays two roles in Chomskyan theory:

•1.It accounts for the striking similarities among human languages.

e.g.:

the

similarity

in

using

relative

clause

constructions

from

English,

French

and

Arabic.

•A.English: a-

the man that I saw was your brother

b-

I read the book that you read.

•B.French: a-

L’homme que j’ai vu était ton frère.

b-

J’ai lu le livre que tu as lu.

•C.Arabic

: a-

r-raʒulu

l-ladi:ra

?eit

kan

axuk.

b-

9ara?tolkita:b

l-ladi: 9ara?ta.

•2.It accounts for the speed, ease and regularity with which children learn theirfirst language.

•If the sequence order is the same in all children, it is then quite normal to speakabout language universals.

Universals

•Human

languages

exhibit

remarkable

similarities

or

principles.

These

patterns

are

called

universals.

•We can find these similarities on many linguistic levels:

•1.

Phonological

universals:

Consonants,

for

example,

are

distinguished

also

according

to

the

location

of

their

production,

that

is,

after

the

various

organs

of

the

vocal

tract.

With

the

help

of

this

detailed

information

we

can

now

refer

to

every

consonant

by

its

location

and

manner

of

articulation;

[f],

for

example,

is

a

voiceless,

labiodentals

fricative.

•2.

Syntactic

universals:

as

has

been

mentioned

in

the

example

of

subordinate

clause

formation.

Also,

most

of

existing

languages

have

verbs,

nouns,

adjectives

and

pronouns.

•3.

Semantic

universals:

One

semantic

universal

regards

our

notion

of

color.

There

exist

eleven

basic

color

terms:

black,

white,

red,

green,

blue,

yellow,

brown,

purple,

pink,

orange,

and

grey.

Language as Rule-governed System

•We

may

need

to

look

at

these

examples

which

in

some

way

show

that

the

speakers

of

language

often

behave

as

if

their

language

is

rule-governed.

•The

thought

of

those

poor

children

were

really

…WAS

really...bothering

me.

•Even

though

they

told

me

to,

I

didn’t

sit

down

and

wasn’t

quit…Was

quite

…I

mean

I

didn’t

sit

down

and

I

wasn’t

quite.

•Ze

pound

are

worthless

=

the

pound

is

worthless.

•The

speaker

who

is

ready

to

correct

themselves

and

others

gives

evidence

that

there

is

a

right

and

wrong

way

of

saying

things.

This

assumption

that

speakers

know

the

grammar

of

a

language

is

a

claim

that

these

grammars

are

psychologically

real.

The

question

that

is

to

be

raised

here

is:

how

do

we

come

up

to

know

this

knowledge

of

language?

Claiming

that

language

is

rule-governed

system

is

like

claiming

that

language

is

definable

in

terms

of

grammar.

Grammaris aset of rules thathave two tasks:

Separating grammaticalfrom ungrammaticalsentences.

Providing a descriptioneach of the grammaticalsentences, stating how theyshould be pronounced andwhat they mean.

Intuitions

•Linguistic

knowledge

of

language

lies

well

beyond

the

level

of

consciousness.

One

way

of

investigating

this

knowledge

is

to

ask

speakers

of

a

language

for

their

judgments

about

sentences

of

their

language:

not

directly

but

indirectly.

•

Ask

them,

for

example,

about

the

grammaticality

or

ungrammaticality

of

certain

sentences.

•There

are

some

difficulties

in

deciding

on

how

much

reliance

should

be

put

on

speakers’

intuitions.

e.g.: a-

I like Indians without reservations.

b-

I have no reservations in my liking for Indians.

c-

I like Indians who don’t live on reservations

•this

is

to

argue

a

certain

distinction

should

be

made

between

the

speaker’s

perceptual

or

understanding

abilities

(performance)

and

his

actual

knowledge

of

the

language

performance.

Competence andPerformance

•“competence

is

knowledge

of

language.

That

part

of

our

knowledge

which

is

exclusively

linguistic.

It

includes

knowledge

of

the

vocabulary,

of

phonology,

of

syntax,

and

of

semantics.

The

part

of

such

knowledge

which

is

different

from

language

to

language

is

learnt;

the

part

that

which

is

universal

is

innate.”

•“Performance

is

the

use

of

language

in

speaking

and

understanding

utterances

is

linguistic

performance.

Performance

is

dependent

on

one’s

linguistic

knowledge

(competence)

and

in

part

on

non-linguistic

knowledge

of

an

encyclopedia

or

cultural

kind,

as

well

as

on

extraneous

factors

as

mood,

tiredness

and

so

on”

Neil, S,Dreidre, W.(1990)Modern Linguistics

•The

distinction

between

performance

and

competence

(grammaticality

and

acceptability)

is

distinction

between

sentence

and

utterance.

a.

Sentences

are

abstract

objects

which

not

tied

to

a

particular

context,

speaker

or

time

of

utterance.

They

are

tied

to

a

particular

grammar.

b.

Utterances

are

datable

events,

tied

to

a

particular

speaker,

occasions,

and

context.

Competence and Performance

•There

are

some

utterances

which

could

never

be

a

grammatical

sentence,

but

still

they

are

acceptable.

•e.g.

•John’s

being

a

real

idiot-I

suppose

cela

va

sans

dire-kolshi

3arafha.

•On

the

other

hand,

there

some

grammatical

sentences

which

can

never

be

realized

as

fully

acceptable

utterances

because

their

semantic,

syntactic

or

phonological

content.

•e.g.:

1.we

finally

sent

Edinburgh

man,

for

for

four

Forfar

men

to

go

would

have

seemed

like

favoritism.

2.

If

because

when

Mary

came

in

John

left

Harry

cried,

I’d

be

surprised.

3.

The

colorless

green

idea

sleeps

calmly

in

my

head.

Scientific

Evaluation ofGrammar

•žInadequacy of corpora lead Chomsky to reconsider thetheoretical approach to data analysis.

•A linguistic theory explains rather than describes grammars:

•Observationally adequate: Itaccounts for all the observed(corpus/performance) data.

•Explanatorily adequate: It accounts for observations,acceptability, and language acquisition.

Transformational

generative

grammar

•What is a sentence? A hierarchicaly organized structure ofwords that maps sound to meaning and vice versa.

•What is grammar? A set of rules. It is a cognitive structure orthe part of the mind that generates and understands language.

•What is syntax? The scientific study of sentence structure. It isthe psychological or cognitive sentence structure in the mind.

•Sentences consist of structured words.

Phrase StructureGrammar

•We speak about the language in terms of phrases andconstituents.

•Phrase structure doesn’t account for all the language.

•Chomsky remarks that: ‘‘notions of phrase structure are quiteadequate for a small part of the language and that the rest ofthe language can be derived by repeated application of arather simple set of transformations to the strings given bythe phrase structure grammar.” (qt in Smith, 2004).

•Constituent:

A sentence embedded into another

•Matrix:

A sentence into which another is embedded.

•This grammar is both transformational and generative.

Transformations

•H. Robins in his General Linguistics describes a transformationas ‘‘a method of stating how the structures of many sentencesin languages can be generated or explained formally as theresult of specific transformations applied to certain basicsentence structures.” (qt in Smith: 2004).

•žThe kernel is the basic phrase from which transformationsstart.

•Examples of the kernel:

Active-passive

Shaw opened the door

The door was opened by Shaw

•

If S1 is a grammatical sentence with the form

NP1----Aux----V----NP2,

then the corresponding string of form

NP2----Aux + be + en----V----by + Np1is alsogrammatical.

•Permutation (when

there

is

anauxiliary)

John hascalled.

Has Johncalled?

Youcan

repeat.

Canyou

repeat?

I mustsleep

Must Isleep?

When

there

is

noauxiliary,we

insert ‘do’.

Hewrites.

Does

he

write?

We

arrived.

Did

we

arrive?

The second sentenceis

a transformation of thefirst.

•Relative Transformation: More than onekernel sentence is involved:

•E.g.: the man who stood there was angry.

•This is a transformation of two sentences:

•The man was angry

•The man stood there

•The relative transformation places the secondsentence after `man' in the first and thenreplaces `the man' in the second by `who'.

•Here we apply a transformation similar to the relativetransformation. Elephants which approach can be deadly andthen a further transformation to give the required sentence bytransforming `which approach' in `approaching' and placing itbefore `elephants'. Thus we see that the deep structure of thetwo apparently identical sentences are quite different.

•Semantic

ambiguity:

•The relationbetween

form

andmeaning

is

notalways

straightforward, andtraditional

analogy

(orovergeneralisation)is

notuseful.

•E.g:Colourless

greenideas

sleep

furiously.

•Howcan

transformationsaccount

forthis?

•

The notion of `kernel' was abandoned byChomsky since the publication of hisaspects ofthe theory

of syntax. (1965).

•Such

sentences as: ‘wash

yourself’were

also

difficult

to analyse,which

lead

to theelimination

of the PS.

Deep

structure surface structure

•Deep structure:the aspect of syntacticstructure operated on by semantics for thepurpose of semantic interpretation

•Surface structure: the aspect of syntacticstructure operated on by phonology for thepurpose of phonetic interpretation.

X-bartheory

Verb

Phrasescontain

Verbs, Noun Phrasescontain

Nouns,Adjective Phrases areheaded

by Adjectives. Theobvious generalization is that X Phrases contain Xs astheir heads, so there is no need to stipulate inindividual grammars that this is the case. Moreover,what can follow X tends to be the same irrespective ofwhether X is N, V or A.

a. Ahmed drove the car

[Transitive verb]

b.Brahim

vanished

[Intransitive verb]

c. Hassan thinks that elephants aremammals.

[Clausal

complement

verb]

TheGenerative

Aspects

•A grammar is to generate all and only the grammatical sentences of alanguage.

•The grammar must be so designed that by following its rules andconventions we can produce all or any of the possible sentences ofthe language.

•To generate is to predict or specify precisely what are the possiblesentences of the language.

•Thus a grammar should `generate', `specify', and `predict' sentencessuch as:

•He is waiting for the bus.

•but not * waiting he is for the bus, or* He the bus is waiting for.

•There is concern with potential utterances.

To generate a sentence like `A man read the book’

1. S---------NP + VP

2. VP---------V + NP

3. NP---------D + N

4. V---------

read

5.Det---------a, the

6. N---------man, book

If we apply the rules in sequence, we generate the following strings successively:

S

NP + VP

NP + V + NP

Det + N + V + Det + N

Det + N + read + Det + N

A man read the book.

We can indicate optional elements by the use of brackets. Thus the string can be rewritten as:

NP---Det (adj) + N.

We can now generate such sentences as:

A tall man read the short book.

Infinity

Any corpus has a finite number of sentences, no matter howlarge, yet a language consists of an infinite number of sentences.This infinity is a result of `recursion‘: We can apply the samelinguistic device over and over again. For example,

Those are the books thatRachid

bought.

Those are the two thinkers who wrote the books thatRachid

bought.

Those are the cars that belong to the two thinkers who wrote thebooks thatRachid

bought.

We can contrive ad infinitum.

Implications foreducation

•Language

acquisition andlearning

become

differentiated.

•A child learning language simply does not have theenough evidence to enable it to learn the relevantprinciplesfrom

scratch.

•Language

develops

with

themind.

•Nature andnurture

gotogether.

•Mentallexicon, mental structures andand

schemata

can

enhance

language

learning.

•TPRwanes

down.

Conclusion

•It is difficult to summarize the vast output and prolificcareer of Chomsky in one presentation. He hasrevolutionized modern linguistics as well as otherdisciplines including Computer Science, psychology ,philosophy , anthropology and politics .

•His students have contributed vividly to many other areas

•Chomsky’s most recent work includes his continuedcontributions to linguistics (in particular new developmentsin the Minimalist Program), his further discussion onevolution, and his extensive work on the events ofSeptember 11,2001 and their aftermath.